CHAPTER IV FINDING AND DISCUSSION
B. Discussion
The discussion section deals with the interpretation of the finding derived from the result of statistically analysis through speaking test.
1. Improvement of The Students’ Accuracy Through Three Steps Interview Technique
The use of three steps interview technique to improve the students‟
speaking ability in term accuracy (pronunciation) can seen of the students‟ result of mean score in pre-test. Before giving the treatment, most of the students have difficulties in speak well and most of the words have to found in dictionary and this took times. Several students were wrong in using speaking specially about the pronunciation of words so their sentences when speak dominated by errors accuracy focused on pronunciation.
The students‟ pronunciation got the lowest score in pre test. They did many mistakes though they used a familiar and simple words. The example of their inappropriate pronounciations were presented as follows:
I will [deskrib] my friend her [nem] is Fira. Firah is a good, [swet], and [hones] she is [tal] smart and very very [net] and smart. She is easy smile she is a great style, so always look well dress.
In pronunciation, some of the students did not knew the meaning of every word they said and some of them did not know how to pronounce it correctly. Many students did misspronounce [dIskraIb] into [deskrib],
[tɔ:l] into [tal] or the other misprounced words. It could be the main problem for the future if it was not be corrected. It could make misunderstanding between the speaker and the listener if some words were pronounced incorrectly.
In other side, the first meeting the teaching and learning process was not maximal. Most of students passive they did not ask questions about the explanation and instruction if they do not undestandand they were in shut in. The students‟ participation in asking questions and the students‟
participation in speak up and following the lesson were still bed.
At the pre-test, the students were still less in seriousness during the leraning process in making comments or asking questions about the explanation and instruction, the students enthusiasm in taking notes on whatever important were also low, and the participation in suggesting were also the same.
But it was different in the second until the last met after the researcher use of three steps interview technique in teaching learning process, there were positive attitudes of students toward three steps interview technique in learning English. The researcher found that the learning activity was more interesting when the students used three steps interview technique which students learning and wrking in group were presented in treatment. The students‟ interest and gave attention because they have rival or people who can be invited by speaker, not only be
33
passive but became an active speaker. So, the learning process influenced the students‟ seriousness, and participation during learning process.
As Kagan stated in Permanasari (2014) that students‟
interaction between the interviewer and interviewee along the process of interviewing will teach them automatically to learn what to speak and how to speak it up in English. It influenced to the improvement of their speaking ability because they practiced to speak a lot.
After given the treatment, the students‟ achievement increased.
The students‟ pronunciation improved because they learned how to pronounce the words correctly since their wrong pronunciation were corrected in the first treatment until the last treatment. The students also often heard the words and sentences read by their friends in drilling section, so they remembered and applied them in pronouncing the words.
The explanation on the discussion above, shows that the three steps interview technique is an interesting technique. the students‟ interest in learning process influence and effective to improved students‟
speaking in pronouncing English words. Because there was significant improvement the students‟ after the treatment was conducted.
It can be seen from the mean score between pre-test and post-test.
After applied the method, the mean score in pre-test was 31.4 and the mean score of post-test 54.3 was with the improvement 72.7%.
2. Improvement of The Students’ Fluency Through Three Steps Interview Technique
The use of three steps interview technique in classroom can improve students‟ speaking fluency focused on hesitation. It is proved by the speaking test as indicated by the significant difference between the score of pre-test and post-test.
The result of the pre-test showed that fluency focused on hesitation got a low score (24.3), most of the students felt nervous so they only used limited vocabulary items and it influenced their speaking fluency. It showed in the data that some of the students produced sounds like [emm...] or [ee..] when they tried to find appropriate word.
In short, it could be said that the students‟ speaking skill in English were still low and should to be improved. Therefore, treatment was needed.
The data which the teacher got in the pre-test was used as the basic to conduct the treatment in order to improve students‟ speaking skill by using three steps interview technique.
The researcher assumed that the using three step interview technique in teaching learning process is really effective to enhace students‟ fluency focused on hesitation. Because there was a significant improvement of the students‟ mastery after the treatment was conducted and based on the result of the research, the researcher supported the previous studies that have been performed by the researchers related to the use of three steps interview technique. Saifuddin (2013) based on the result of her research. Three steps interview technique is able to improve
35
the students‟ speaking ability. Based on the data that had been collected by the researcher through test, Three Steps Interview technique could stimulate students to express their ideas, made them confident when they speak English.
After the researcher explained the use of three steps interview technique not only engaged students‟ of interesting and attention but also it can enhance the speaking ability focused on hesitation. It proved with their performance from pre-test until until post-test, it had increased significantly and made the students more spirit to speak English.
The improvement of the students‟ fluency focused on hesitation from the pre-test with the mean score 24.3 to the post-test score in hesitation finally developing became 45.7. So, the improvement from pre-test to post-test is 88.2%.
Based on the data above, the researcher could recognize the students‟ well. It proved that there is significant improvement for the students‟ fluency focused on hesitation by using three steps interview technique at the first year students of SMK Negeri 1 Pangkep.
3. The Significant of Testing
After calculating the value of t-test, it was compared with the value of t-table. When it found that the value of pronunciation t-test was greater than the value of t-table, it mean that Null Hypothesis (H0) was rejected and Alternative hypothesis (H1) was accepted because there was significant difference between pre-test and post-test before and ater being
taught three steps interview technique. Meanwhile, when it found that the value of of t-table of pronunciation test was lower than the vlaue of t- table, it mean that Null hypothesis (H0) was accepted and Alternative hypothesis (H1) was rejected because there was no significant difference between pre-test and post-test before and after being thought three steps interview technique.
T-test value for pronunciation was greater that t-table (11.59>2.052), t-test value of hesitation was greater that t-table (4.68>2.052). It means that there was significant difference between the students‟ speaking skill before and after using three steps interview technique at the first year students‟ of SMK Negeri 1 Pangkep. It is also said that null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted.
Therefore, from the dicussion above the researcher was conclude that te use of three steps interview was one of the good technique that can improved the students‟ speaking ability in pronunciation and hesitation of the first year students‟ at SMK Negeri 1 Pangkep.
37 CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
1. The students‟ speaking accuracy focused on pronunciation improved, after the researcher used three steps interview technique in teaching learning process in the mean score of post-test was greater than the mean score of pre-test. The students could improve their pronunciation because in every meeting in the treatment the students can made dialogue work in pairs. Three steps interview technique can make students express their idea in speaking form.
2. The students‟ speaking could improve their fluency focused on hesitation in the mean score of post-test was greater than the mean score of pre-test. Three steps interview technique can make students express their idea in speaking form. The students can communicate each other by using English without boring situation and relax because this technique make students to find the simple correlation answer to their daily live.
B. Suggestion
Based on the result of the data analysis, the researcher would like to give some suggestions as follows:
1. For the students, Three Steps Interview Technique is easy to be applied in learning English and already proved that it improved students speaking ability, the success of the method depends on the learners.
Then, always practicing speaking in English every day makes their speaking ability better from day to day.
2. Three Steps Interview Technique actually can be applied to teach other material, it depends on the teachers‟ creativity. In addition, the use of the learning strategy should be appropriate with the condition of the student and the facilities of the school. The teacher should be selective to choose technique in teaching learning process.
3. For other researcher, the researcher hoped that the result of the research makes the English teachers use appropriate teaching as the three steps interview technique in improving students speaking ability. Three steps interview technique made students more interest to learn and students easier to get the information because the students could discuss with their friends in a group. By the using three steps interview technique, can be taught efficiently. The researcher suggests to the other reserachers to doing reseaching for different skill such as reading, wrining, and listening. This research also could be one of the references for the next researchers.
BIBLIOGRAPHY
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Amir, Suryani. 2016. The Implementation of Whole Brain Teaching Method in Enhancing Students’ Speaking Skill at the Second Year of SMK Muhammadiyah Bontoala Makassar. Unpublish. Makassar: Unismuh Makassar.
B, Ayyub. 2015. The Application of Learning Cycle Method in Teaching Speaking Skill. Unpublish. Makassar: Unismuh Makassar.
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(Online) Thesis: SMP Muhammadiyah 37 Parung.
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Gibson, Gerry. September 2004. Facilitating English Conversation Development in Large Classrooms.The Internet TESL Journal, Vol. X, No. 9.
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Pontianak State Polytechnics.
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Harmer, Jeremy. 2007. How to Teach English, New Edition. England: Pearson Education Limited.
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Speaking Ability In Islamic Higher Education Of Bakti Negara Tegal.
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APPENDIX A
RESEARCH INSTRUMENT a. Pre-test
Name :
Reg. Number : Class : Instruction :
1. Choose one topic below:
a. Describe someone b. Describe a best friend c. Describe a famous
d. Describe a historical place that you know about 2. Write down your topic into 2 or more paragraph 3. You have 30 minutes to finish your work 4. Tell your topic in front of the class
b. Post-test
Name :
Reg. Number : Class :
Instruction :
1. Choose one topic below:
a. Describe a mother or father b. Describe an idol
c. Talk about a place you would recommend others to visit d. Describe a historical building that you know about 2. Write down your topic into 2 or more paragraph 3. You have 30 minutes to finish your work 4. Tell your topic in front of the class
APPENDIX B
THE STUDENTS SCORE IN PRE-TEST AND POST-TEST a. Students‟ score in accuracy (pronunciation)
No Students Score
Pre-test Post-test
1 AA 40 60
2 ASB 40 40
3 ADW 40 60
4 ANA 40 60
5 AI 40 60
6 FL 20 20
7 JA 0 40
8 MR 20 40
9 MM 20 60
10 MAN 40 60
11 MR 20 40
12 MAG 40 60
13 NA 40 60
14 NJM 40 60
15 NUH 20 60
16 NF 0 60
17 NHA 40 80
18 NHI 40 60
19 NA 40 60
20 PI 40 80
21 SA 40 60
22 SAP 40 40
23 SD 0 40
24 SH 20 40
25 SRA 40 60
26 SMA 40 40
27 TA 40 60
28 WH 40 60
Total 880 1520
b. Students‟ score in fluency (hesitation)
No Students Score
Pre-test Post-test
1 AA 20 60
2 ASB 20 40
3 ADW 40 60
4 ANA 20 40
5 AI 20 40
6 FL 20 20
7 JA 20 40
8 MR 20 40
9 MM 20 60
10 MAN 20 40
11 MR 20 40
12 MAG 20 60
13 NA 40 60
14 NJM 40 60
15 NUH 20 40
16 NF 20 40
17 NHA 20 60
18 NHI 20 40
19 NA 20 40
20 PI 40 40
21 SA 20 40
22 SAP 20 60
23 SD 20 40
24 SH 20 40
25 SRA 40 40
26 SMA 20 40
27 TA 40 60
28 WH 20 60
Total 680 1300
APPENDIX C
THE RESULT OF THE STUDENTS’ IN PRE-TEST AND POST-TEST a. The result of the students‟ Accuracy (pronunciation)
No Students Pre-test Post-test D
D2
X₁ X₁2 X₂ X₂2 (X₂−X₁)
1 AA 40 1.600 60 3.600 20 400
2 ASB 40 400 40 400 0 400
3 ADW 40 1.600 60 3.600 20 400
4 ANA 40 1.600 60 3.600 20 400
5 AI 40 1.600 60 3.600 20 400
6 FL 20 400 20 400 0 0
7 JA 0 0 40 1.600 40 400
8 MR 20 1.600 40 1.600 20 400
9 MM 20 400 60 3.600 40 400
10 MAN 40 1.600 60 3.600 20 400
11 MR 20 1.600 40 1.600 20 400
12 MAG 40 1.600 60 3.600 20 1600
13 NA 40 1.600 60 3.600 20 1.600
14 NJM 40 1.600 60 3.600 20 400
15 NUH 20 400 60 3.600 40 1600
16 NF 0 0 60 3.600 60 400
17 NHA 40 1.600 80 6.400 40 1.600
18 NHI 40 400 60 3.600 20 1.600
19 NA 40 1.600 60 3.600 20 400
20 P 40 1.600 60 3.600 20 400
21 SA 40 1.600 60 3.600 20 400
22 SAP 40 1.600 40 1.600 0 0
23 SD 0 0 40 1.600 40 400
24 SH 20 1.600 40 1.600 20 400
25 SRA 40 1.600 60 3.600 20 400
26 SMA 40 400 60 3.600 20 1.600
27 TA 40 1.600 60 3.600 20 400
28 WH 40 1.600 60 3.600 20 400
∑ 880 32.800 1520 85.200 640 17.600
X 31.4 10.857 54.28 31.428 23.6 614.285
b. The result of the students‟ in fluency (hesitation)
No Students Pre-test Post-test D
D2
X₁ X₂2 X₂ X₂2 (X₂−X₁)
1 AA 20 400 60 3.600 40 1600
2 ASB 20 400 40 1.600 20 400
3 ADW 40 1.600 60 3.600 20 400
4 ANA 20 400 40 1.600 20 400
5 AI 20 400 40 1.600 20 400
6 FL 20 400 20 400 0 0
7 JA 0 0 20 400 20 400
8 MR 20 400 40 1.600 20 400
9 MM 20 400 60 3.600 40 1600
10 MAN 20 400 40 1.600 20 400
11 MR 20 400 20 400 0 0
12 MAG 20 400 60 3.600 40 1600
13 NA 40 1.600 60 3.600 20 400
14 NJM 40 1.600 60 3.600 20 400
15 NUH 40 1.600 60 3.600 20 400
16 NF 0 0 20 400 20 400
17 NHA 40 1.600 60 3.600 20 400
18 NHI 20 400 40 1.600 20 400
19 NA 20 400 40 1.600 20 400
20 PI 40 1.600 40 1.600 0 0
21 SA 40 1.600 60 3.600 20 400
22 SAP 20 400 60 3.600 20 400
23 SD 0 0 20 400 20 400
24 SH 20 400 40 1.600 20 400
25 SRA 40 1.600 60 1.600 20 400
26 SMA 20 400 40 1.600 20 400
27 TA 40 1.600 60 3.600 20 400
28 WH 20 400 60 3.600 40 1.600
∑ 680 20.800 1280 62.800 580 14.800
X 24.28 657.142 46.42 2.342 22.8 571.428
APPENDIX D
CALCULATING THE MEAN SCORE
1. The Mean Score of the Students‟ Pre-test and Post-test in Accuracy (Pronunciation)
Mean scores of the students‟ pre-test
̅ ∑ ̅
̅
Mean scores of the students‟ post-test
̅ ∑ ̅
̅
2. The Mean Score of the Students‟ Pre-test and Post-test in Fluency (Hesitation)
Mean scores of the students‟ pre-test
̅ ∑ ̅
̅
Mean scores of the students‟ post-test
̅ ∑ ̅
̅
APPENDIX E
THE IMPROVEMENT OF THE STUDENTS’ SCORES
1. The improvement of the students‟ scores in term of (accuracy) pronunciation
2. The improvement of the students‟ scores in term of fluency (hesitation)
APPENDIX F T-TEST VALUE 1. T-test value for pronunciation
̅
√∑ ∑
∑
∑
∑
√∑
√∑
√
√
√
2. T-test value for hesitation
̅
√∑ ∑
∑
∑
∑
√∑ ∑
√∑
√
√
√
APPENDIX G
THE DISTRIBUTION OF T-TABLE Level of significance for one-tailed test
Df .10 0.05 .01 .001
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
6.314 2.920 2.353 2.132 2.015 1.943 1.895 1.860 1.833 1.812 1.796 1.782 1.771 1.761 1.753 1.746 1.740 1.734 1.729 1.725 1.721 1.717 1.714 1.711 1.708 1.706 1.703 1.701 1.699 1.697 1.696 1.694 1.692 1.691 1.690 1.688 1.687 1.686 1.685 1.684
12.706 4.303 3.182 2.776 2.571 2.447 2.365 2.306 2.262 2.228 2.201 2.179 2.160 2.145 2.131 2.120 2.110 2.101 2.093 2.086 2.080 2.074 2.069 2.064 2.060 2.058 2.052 2.048 2.045 2.042 2.040 2.037 2.035 2.032 2.030 2.028 2.026 2.024 2.023 2.021
63.657 9.925 5.841 4.604 4.032 3.707 3.499 3.355 3.250 3.169 3.106 3.055 3.012 2.977 2.947 2.921 2.898 2.878 2.861 2.845 2.831 2.819 2.807 2.797 2.787 2.779 2.771 2.763 2.756 2.750 2.744 2.738 2.733 2.728 2.724 2.719 2.715 2.712 2.708 2.704
318.313 22.327 10.215 7.173 5.893 5.208 4.782 4.499 4.296 4.143 4.024 3.929 3.852 3.787 3.733 3.686 3.646 3.610 3.579 3.552 3.527 3.505 3.485 3.467 3.450 3.435 3.421 3.408 3.396 3.385 3.375 3.365 3.356 3.348 3.340 3.333 3.326 3.319 3.313 3.307 Df = N-1 Df = 17-1 Df = 16 t-table (α) = 0.05 = 2.052
APPENDIX H ATTENDANCE LIST
No Name
Attendance Pre-
Test Treatment Post-
Test
1 2 3 4 5 6 7
1 Alfya Aulia √ √ s √ √ √ √
2 Annisa Salsabila √ √ √ √ √ √ √
3 Andita Dwi Wahyuni √ √ √ √ √ √ √
4 Annisa Nurul Alifa √ √ √ √ √ √ √
5 Asriyanti √ √ √ √ √ √ √
6 Faisal √ s √ √ √ √ √
7 Jumadil Azwar s √ √ √ √ √ √
8 Mudatsir √ √ √ √ √ √ √
9 Mudia Mutmainnah √ i √ √ √ √ √
10 Murniawati √ √ √ √ √ √ √
11 Muh. Rais √ √ i √ i √ √
12 Musawwir AG √ √ √ √ √ √ √
13 Nur Aisyah √ √ √ √ √ √ √
14 Nur Jannatul Ma'wa √ √ √ √ √ √ √
15 Nur Uswatul Hasanah √ √ √ √ √ √ √
16 Nurfadillah s √ √ √ √ √ √
17 Nurhalisa √ √ √ √ √ √ √
18 Nurhidayanti √ √ √ √ √ √ √
19 Nurul Adha √ √ √ √ √ √ √
20 Putri √ √ √ √ √ √ √
21 Sasmita √ √ √ √ √ √ √
22 Sindi Amelia Putri √ √ √ √ √ √ √
23 Sri Devi s √ √ √ √ √ √
24 Sri Harmini √ √ √ √ √ √ √
25 Syahriana √ √ √ √ √ √ √
26 Syarmita √ √ √ √ √ √ √
27 Tarisa √ √ √ √ √ √ √
28 Wanda Hamida √ √ √ √ √ √ √
APPENDIX I
EXAMPLE OF STUDENTS WORKSHEET
APPENDIX J LESSON PLAN
Rencana Pelaksanaan Pembelajaran (RPP)
Satuan pendidikan : SMK Negeri 1 Pangkep Kelas/ Semester : X/Ganjil
Materi Pokok : Pre-test
Alokasi Waktu : 2 x 45 menit Jumlah Pertemuan : 1 x pertemuan
A. Langkah-Langkah Pembelajaran 1. Kegiatan awal
a. Memberi salam
b. Memperkenalkan diri dan mengabsen siswa
c. Menjelaskan secara singkat mengenai pre-test yang akan dilaksanakan 2. Kegiatan inti
a. Guru membagikan kepada siswa copian pre-test yang akan dikerjakan b. Guru memberikan penjelasan yang berhubungan dengan pre-test
c. Setiap siswa mengerjakan pre-test dan menuliskannya kedalam kertas yang telah dibagikan
d. Guru memanggil setiap siswa untuk naik kedepan kelas untuk menceritakan kembali apa yang telah dituliskannya dalam pre-test e. Guru merekam gambar dan suara siswa pada saat siswa retell the topic
di depan kelas
f. Guru memberikan penekanan terhadap hasil pre-test 3. Kegiatan akhir
a. Guru memberikan kesimpulan dan penguatan b. Guru menjelaskan mengenai pertemuan selanjutnya B. Alat/Media Pembelajaran
a. Kamus
b. Copian pre-test
Rencana Pelaksanaan Pembelajaran (RPP)
Satuan pendidikan : SMK Negeri 1 Pangkep Kelas/ Semester : X/Ganjil
Materi Pokok : Post-test
Alokasi Waktu : 2 x 45 menit Jumlah Pertemuan : 1 x pertemuan
A. Langkah-Langkah Pembelajaran 1. Kegiatan awal
a. Memberi salam
b. Menjelaskan secara singkat mengenai post-test yang akan dilaksanakan 2. Kegiatan inti
a. Guru membagikan kepada siswa copian post-test yang akan dikerjakan b. Guru memberikan penjelasan yang berhubungan dengan post-test c. Setiap siswa mengerjakan post-test dan menuliskannya kedalam kertas
yang telah dibagikan
d. Guru memanggil setiap siswa untuk naik kedepan kelas untuk menceritakan kembali apa yang telah dituliskannya dalam post-test e. Guru merekam siswa pada saat siswa naik kedepan kelas untuk retell
the topic yang telah dituliskannya dalam post-test f. Guru memberikan penekanan terhadap hasil post-test 3. Kegiatan akhir
a. Guru memberikan kesimpulan dan penguatan kepada siswa b. Guru memberikan motivasi untuk menjadi lebih baik kedepannya B. Alat/Media Pembelajaran
1. Kamus
2. Copian post-test
Rencana Pelaksanaan Pembelajaran (RPP)
Satuan pendidikan : SMK Negeri 1 Pangkep Kelas/ Semester : X/Ganjil
Materi Pokok : Describing people
Alokasi Waktu : 4 x 45 menit Jumlah Pertemuan : 2 x pertemuan
A. KOMPETENSI INTI
KI 3 :Memahami dan Menerapkan pengetahuan faktual, konseptual, prosedural dalam ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait fenomena dan spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menyaji, dan menalar, dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, dan mampu melaksanakan tugas spesifik di bawah pengawasan langsung.
B. KOMPETENSI DASAR
3.7. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya
4.8.Menangkap makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang orang, tempat wisata, dan bangunan bersejarah terkenal.
4.9. Menyunting teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.10. Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.